id: 05948974
dt: j
an: 2011f.00452
au: Lamm, Millard W.; Pugalee, David K.
ti: Student-constructed problems extend proportional reasoning.
so: Teach. Child. Math. 17, No. 1, 16-19 (2010).
py: 2010
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: F83 F93
ut: ratio; proportion; word problems; problem posing; grade 5; educational
opportunities
ci:
li: http://www.nctm.org/eresources/article_summary.asp?URI=TCM2010-08-16a&from=B
ab: Summary: Proportional reasoning is perhaps one of the most important types
of mathematical thinking for elementary school students to develop. It
includes aspects of rational numbers, spans the entire mathematics
curriculum, and is a significant foundation for mathematical
proficiency. Understanding studentsâ€™ use of proportional reasoning is
a basis on which to develop benchmarks or guideposts that can provide a
descriptive picture of the learning progression between elementary
school math and mathematics encountered in later grades. As part of a
school-based project focused on collecting information about
proportional reasoning, fifth-grade mathematics students worked on
several problems and then composed a problem to reflect a similar
context. For students to construct their own problems, they must
possess a rich understanding of the mathematical relationships in their
work. Writing and sharing math problems moves students beyond the
procedural understanding necessary to solve many types of problems
presented in textbooks by promoting opportunities for students to
personally grapple with important mathematics in an engaging,
problem-posing environment. (Contains 3 figures.) (ERIC)
rv: